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Indonesia OER Policy Review Workshop Jakarta, 4 Desember 2014
Komisi Nasional Indonesia untuk UNESCO Kementerian Pendidikan dan Kebudayaan
2014
1
Indonesia OER Policy Review Workshop
4 Desember 2014
Jakarta
I. PENDAHULUAN
Workshop ini diselenggarakan oleh UNESCO dalam rangka Mayor Program I, Main
Line of Action 1 untuk mendukung negara-negara anggota UNESCO dalam
Mengembangkan Sistem Pendidikan yang berkualitas dan memberikan kesempatan
Pendidikan Sepanjang Hayat. UNESCO menindaklanjuti Proyek Open Education
Resource Declaration: UNESCO meminta agar Komisi Nasional Indonesia untuk
UNESCO dan Pustekkom menyelenggarakan workshop untuk meninjau manfaat dari
pelaksanaan kebijakan OER di Indonesia.
II. TUJUAN
Tujuan utama dari workshop ini adalah:
Mempresentasikan pelaksanaan Kebijakan OER di Indonesia
Meninjau kemajuan dan manfaat dari pelaksanaan OER di Indonesia yang akan
menghasilkan sebuah makalah tentang analisis kebijakan OER Indonesia yang
akan diterbitkanoleh UNESCO .
Perlu masukan sebagai rekomendasi untuk pengembangan lebih lanjut dari
Kebijakan OER.
III. AGENDA
Indonesia OER Policy Review Workshop diselenggarakan pada hari Kamis 4 Desember
2014 di KNIU (Komisi Nasional Indonesia untuk UNESCO) Gedung C Lantai 17
Kompleks Kemdikbud. Agenda kegiatan tercantum pada Lampiran 1.
2
IV. PESERTA
Peserta kegiatan Workshop terdiri dari Kepala dan Staf Pustekkom yang bertanggung
jawab dalam rangka pengembangan dan pelaksanaan kebijakan OER dan lembaga
lainnnya termasuk Universitas yang terlibat dalam pelaksaan kegiatan ini. Perwakilan
akademis, organisasi OER (Creative Commons) serta staf Komisi Nasional Indonesia
untuk UNESCO. Daftar lengkap peserta workshop tercantum pada Lampiran 2.
V. PANITIA PENYELENGGARA
Workshop ini diselenggarakan oleh Komisi Nasional Indonesia untuk UNESCO,
Kementerian Pendidikan dan Kebudayaan bekerjasama dengan PUSTEKKOM.
VI. PEMBUKAAN
Sebelum pembukaan sambutan disampaikan oleh Dra. Hasnah Gasim, Koordinator
ASPnet Nasional, Komisi Nasional Indonesia untuk UNESCO yang antara lain
menyatakan bahwa bahwa workshop ini diselenggarakan dalam rangka untuk
mengetahui Pelaksanaan OER Policy di Indonesia, mereview keuntungan pelaksanaan
OER di Indonesia yang nantinya akan di publikasi oleh UNESCO dan memberikan
rekomendasi untuk OER policy. Sambutan dari Dra. Hasnah Gasim tercantum pada
Lampiran 3.
Selanjutnya Fengchun memberikan informasi tentang policy UNESCO tentang OER dan
diharapkan agar workshop ini dapat menghasilkan rekomendasi untuk kegiatan lebih
lanjut.
Selanjutnya Bapak Dr. Ari Santoso menganggap workshop ini penting untuk
meningkatkan kebijakan OER di Indonesia. Dalam sambutannya beliau menyatakan
bahwa terdapat 2 hal yang penting pada sistim sekolah terbuka yaitu peran Guru yang
harus aktip dalam membuat konten pelajaran yang nantinya akan diakui sebagai karya
ilmiah.
Kebijakan ini penting .karena selama ini guru hanya mendownload bahan-bahan untuk
mengajar bukan membuat sendiri bahan pelajarannya.Dalam hal ini tugas PUSTEKKOM
akan memberikan fasilitas sehingga sistim pengajaran online dapat berjalan dengan baik.
VII. SESI WORKSHOP
A. Sesi Presentasi
Presentasi tentang Pentingnya OER
Oleh: Fengchun Miao – UNESCO
(Presentasi lengkap tercantum pada Lampiran 4)
3
Presentasi tentang Indonesia OER Policy & Strategy
Oleh: Nizam - PUSPENDIK
(Presentasi lengkap tercantum pada Lampiran 5)
Presentasi tentang Hak Cipta
Oleh: Ari Juliano – Creative Commons
(Presentasi lengkap tercantum pada Lampiran 6)
Presentasi tentang Building the Culture of Knowledge Sharing
Oleh: Daryono – Universitas Terbuka
(Presentasi lengkap tercantum pada Lampiran 7)
Presentasi tentang Perjalanan PPCKS (Program Penyiapan Calon Kepala Sekolah
Oleh: Nyoman Rudi K – LPPKS
(Presentasi lengkap tercantum pada Lampiran 8)
Presentasi tentang Proses Pelaksanaan E-Training dan KTI Online
Oleh: Joko Ahmad Julifan – P4TK TK dan PLB
(Presentasi lengkap tercantum pada Lampiran 9)
Presentasi tentang OER Development Using Portal Rumah Belajar
Oleh: Sri Hargyanto Suryoprayudo – PUSTEKKOM
(Presentasi lengkap tercantum pada Lampiran 10)
B.Diskusi Kelompok
Diskusi kelompok membahas rekomendasi kebijakan OER dan manfaat pelaksanaan
OER di Indonesia.
Rekomendasinya antara lain sebagai berikut:
1. Supaya pemerintah dalam hal ini Kemdikbud mendukung kebijakan OER di
Indonesia. UNESCO Paris akan menindaklanjuti untuk kerjasama dengan Pemerintah
Indonesia dalam rangka Program OER.
2. Perlu adanya kerjasama dengan Kominfo dalam rangka pengadaan/akses internet
terutama untuk sekolah-sekolah yang berada diperbatasan/daerah terluar Indonesia.
3. Indonesia diharapkan membuat program pengajaran melalui Hand Phone.
UNESCO Paris akan membantu program tersebut terutama untuk daerah yang tidak
terjangkau.
4
VIII. FOTO KEGIATAN WORKSHOP
Pembukaan
5
Sesi Presentasi
6
7
Peserta
LAMPIRAN 1
Agenda Workshop
DRAFT AGENDA Date: 4-5 December 2014 Venue: Hotel Atlet Century, Jakarta, Indonesia 4/12/2014 (Day 1)
Time Program Moderator and Speaker
08:30-9:00 Registration
Opening Ceremony (To be detailed by National Commission )
09:00-09:20
Opening Remarks
Indonesia MOE/Natcom Official
UNESCO Jakarta Office
Fengchun
09:20-09:30 Presentation of Participants All participants
Session 1: Presenting Indonesia OER Policy Moderator: Dr Fengchun Miao, Chief, Unit for ICT in Education, UNESCO
09:30-10:30
Presentation of the Implementation of OER in Indonesia, Q&A
Dr. Ir. Ari Santoso， Head of Pustekkom, Indonesia
10:30-11:00 Coffee Break & Group Photo
11:00-12:30
Presentation and Discussion on the Benefits of Implementing OER in Indonesia, supported by evidence or data
Representatives who are involved in the implementation of the OER policy, including from other concerned MOE departments, universities or national institutes for education, teacher training institutions, school principals, teachers, experts, and OER organizations (OER Indonesia, Creative Commons)
12:30-14:00 Lunch Break
Session 2: In-depth Analysis on Indonesia OER Policy Moderator: Fengchun Miao and Ms Petra W Bodrogini Prakosa
14:00-14:30 Introduction to the questionnaires on OER benefits
14:30-18:00 Group Interview and Discussion on whether and how the OER policy helps:
set up a legislative mechanism to achieve the educational goals
speed up the process of OER acceptance and/or OER mobilisation
reduce barriers to access to quality learning materials
All participants
and/or relevant learning opportunities by the target audiences of the policy
catalyse new forms of learning and promotes quality education
support the cost savings and efficiencies in education sector and in public in developing and delivering learning content and/or learning opportunities
lead to assessment and accreditation of learning outcomes through online OER in non-formal or informal learning settings
promote collaborations, community engagement and knowledge sharing
16:00-16:30 Coffee Break
18:00 End of Day 1
5/12/2014 (Day 2)
Session 2: Continuation Moderator: Mr Fengchun Miao and Ms Petra W Bodrogini Prakosa
09:00-10:30 Continuation of Session 2 All participants
10:00-10:30 Coffee Break
Session 3: The Way Forwards Moderator: Mr Fengchun Miao and Dr. Ir. Ari Santoso
10:30-12:00 Discussion on the Further Development of Indonesia OER Policy, Recommendations on the Following up Cooperation
All participants
12:00-13:30 Lunch Break
13:30-17:00 Interviews or field visits to collect missing data or evidences needed for benefit analysis of Indonesia OER policy
Mr Fengchun Miao and Ms Petra W Bodrogini Prakosa and concerned representatives
17:00 End of Workshop
LAMPIRAN 2
Daftar Peserta, Narasumber, dan Panitia
Indonesia OER Policy Review Workshop 4 December 2014
DAFTAR PESERTA, NARASUMBER, DAN KOMITE PENYELENGGARA
A. Peserta
1. Suharto Lasmono PUSTEKKOM Phone. 08174900353 Email. [email protected]
2. Mohammad Rinaldi
UNESCO Phone. 087881022422 Email. [email protected]
3. Prani Pramudita PUSTEKKOM Phone. 081294177271 Email. [email protected]
4. Petra Bodrogini
UNESCO Phone. 0811199313 Email. [email protected]
5. Hasan Chabibie PUSTEKKOM Phone. 085289839031 Email. [email protected]
6. Sitti Lestari Martika PUSTEKKOM Phone. 085697462557 Email. [email protected]
7. Meitha Chairany PUSTEKKOM Phone. 08561169431 Email. [email protected]
8. Putra Asga Elevri PUSBANG PRODIK Phone. 08121375517 Email. [email protected]
Indonesia OER Policy Review Workshop 4 December 2014
B. Narasumber
1. Fengchun Miao UNESCO Phone. Email. [email protected]
2. Ari Santoso PUSTEKKOM Phone. 08123139086 Email. [email protected]
3. Daryono Universitas Terbuka Phone. 081289051989 Email. [email protected]
4. Sri Hargyanto Suryoprayudo PUSTEKKOM Phone. 08179988868 Email.
5. Nyoman Rudi K.
LPPKS Phone. 08125035066 Email. [email protected]
6. Joko Ahmad Julifan P4TK TK dan PLB Phone. 08562205649 Email. [email protected]
7. Nizam PUSPENDIK Phone. 081802630252 Email. [email protected]
8. Ari Juliano Creative Commons Phone. 0818856859 Email. [email protected]
Indonesia OER Policy Review Workshop 4 December 2014
C. Komite Penyelenggara Komisi Nasional Indonesia untuk UNESCO
1. Arief Rachman M.Pd
Executive Chairman Penasihat Phone: +62 8129343075 Email :[email protected]
2. Hasnah Gasim
National Coordinator of ASPnet Penasihat Phone: +62 818154227 Email :[email protected] / [email protected]
3. Adi Nuryanto
Kepala Sekretariat Phone: +62 81341517137 Email :[email protected]
4. Alwiyah
Sekretaris Phone: +62 85730894536 Email :[email protected]
5. Dewi Koralina
Bendahara Phone: +62 8128101432 Email :[email protected];
6. Abdurrachman
Dokumentasi Phone: +62 8161635604
LAMPIRAN 3
Sambutan dari Ibu Hasnah Gasim
Sambutan KetuaHarian KNIU
Workshop on OER ( Open Education Resource)
Jakarta, 4-5 December 2014
Assalamu’alaikum Warahmatullah Wabarakatuh
Pertama-tama kami panjatkan Puji Syukur kepada Allah S.W.T yang telah memberikan
kesehatan bagi kita semua sehingga kita dapat menghadiri Workshop to Review the Benefits
in Implementing the OER Policy in Indonesia pada hari ini.
Workshop ini diselenggarakan dalam rangka Major Program 1 Bidang Pendidikan.
Perlu diketahui bahwa focus Major Program 1 ini terdiri dari:
1. Scaling up equity, inclusion and quality ineducation and lifelong learning
forsustainable development and a culture of peace and non-violence;
2. Strengthening global leadership ineducation.
Selain itu ada 4 mainline of action dari Major Program 1 sbb:
MLA 1:
Accelerating progress towards EFA, in particular at the country level, including through
information and communication technologies (ICTs)
MLA 2:
Building effective and inclusive education systems
MLA 3:
Supporting education system responses to contemporary challenges forsustainable
development and a culture of peace and non-violence
MLA 4:
Reinforcing leadership for EFA through advocacy, partnerships and monitoring
Semua program ini diarahkan agar setiap orang dapat akses pada pendidikan.
Workshop ini diarahkan untuk mengetahui Pelaksanaan OER Policy di Indonesia, mereview
keuntungan pelaksanaan OER di Indonesia yang nantinya akan di publikasi oleh UNESCO
dan rekomendasi untuk OER policy.
Saya ucapkan selamat mudah-mudahan kegiatan workshop ini dapat memberikan dukungan
bagi kegiatan–kegiatan program OER di Indonesia dengan lebih baik.
Terima kasih.
Wss.Wr.Wbr.
LAMPIRAN 4
Presentasi dari Fengchun Miao – UNESCO
12/13/2014
1
UNESCO ICT in Education Programme:
Challenges, Focus Areas, and Deliverable
Fengchun Miao
Chief, Unit for ICT in Education
Education Sector, UNESCO HQs
Outline
1. Challenges of Harnessing ICT for Education
2. UNESCO ICT in Education Programme
3. UNESCO s Mai ICT i Edu atio A tivities and Deliverables
12/13/2014
2
ICT’s Tra sfor ati e Po er for Edu atio
Access: ICTs are expected to broaden access to learning
opportunities at different levels and varied educational contexts
Quality: ICTs are hoped to improve the quality of knowledge
acquisition, knowledge deepening, and knowledge creation, and
the development of 21st century skills
Equity: ICTs are believed holding potentials to equalize learning
opportunities in favour of economically and/or demographically
disadvantaged populations
KNOWLEDGE ACQUISITION
KNOWLEDGE DEEPENING
KNOWLEDGE CREATION
1. Challenges developing countries are facing
i har essi g ICT’s pote tials for edu atio
Affordability: recurrent budget to ensure universal access to ICT
devices and online digital resources, and regularly update ICTE
Capacities: in making and managing sector-wide ICT in education
policies; institutional and individual capacities in executing polices
Inclusion: equal opportunities for the economically and/or
demographically disadvantaged populations
Content: content development and dissemination are enhanced
and complicated by ICT at the same time. OER and open textbooks
hold potentials, but barriers remain huge and complex
Quality assurance: quality of digital content/textbooks; reform of
quality framework to embrace new ICT-enabled learning
outcomes; quality of online learning (e-safety of children online)
Neo-PC (Personal Computing Devices) era for Post-2015 education
12/13/2014
3
Overall Goal of ICT in Education Programme UNESCO
is to assist member states in harnessing the potentials
of ICT towards achieving quality education for all goal
2. UNESCO ICT in Education Programme
2. UNE“CO’s ICT i Edu atio Programme:
Responding to the challenges
Policy Teachers Mobile
Learning
OER
Standard
setting
Based on its five main functions and its global network of offices, institutes and partners, UNESCO is committed to providing Member States with resources for elaborating ICT in education policies, strategies and activities to address the challenges.
Capacity
building
Laboratory of
ideas
Clearing
house
International
cooperation
12/13/2014
4
3. UNE“CO’s Mai ICT i Edu atio A ti ities and Deliverables
Policy
Monitoring and measuring
Teacher training
Mobile learning
Open educational resources (OER)
3.1 Policy
Facilitating high-level policy dialogues •Global forward-looking debates on ICT in education
•Mi isterial Foru s o ICT i Eu atio : Afri a, Asia, Easter Europe…
Policy review: Benchmarking against countries with proximal
context; review the implementation Policy recommendations
Policy analysis: Documenting and analyzing what policy works
Transforming Education: The Power of ICT Policies
Capacity building on the development of ICT policies: UNESCO ICT in Education Toolkit, workshops for more 40 countries
12/13/2014
5
UNESCO ICT in Education Toolkit and Capacity
Building Workshops on Policy Making
UNESCO ICT in Education Toolkit (www.ictinedtoolkit.org): An online
toolkit to guide policymakers to develop sector-wide national ICT in
education policy and a set of master plans, and coordinate among line
departments or sectors – facilitated by workshops
21 national workshops and 3 sub-regional workshop; directly trained
700+ policymakers of more than 40 countries. The next focus will be
African countries.
Follow-up technical assistance to help member states develop
National ICT in Education Master Plans
UNESCO Modality to Assist ICT in Education
Policy Development Cycle
Inception Meeting
National Workshops
Review Meetings
Official Approval
Launch of Policies
Contextualizing
ICT in Ed policies
National team
or committee
Knowledge transfer &
capacity building – Policy
Framework & Policy
examples
Draft of ICT in Education
policy and master plans
Facilitate
consultation with
multi-stakeholders
Policy endorsed
Master plans
and funds
approved for
implementation
Policy advocated
Aligned with other
policies & initiatives
12/13/2014
6
ICT in Education Policy: Using educational
eeds to har ess ICT’s pro ises
Educational
Need
ICT’s Pro ise E-Readiness
& Reality
Sector-wide Policy and Master Plan
Decision Making & Policy Planning
Monitoring, Evaluation & Assessment
Better
learning and
human
outcomes
ICT promotes
(adds) learning
outcomes and
human ethics
• Curriculum
standards
• Tea hers’ competency
& pedagogy
• Assessment
• Tea hers’ ICT o pete y
• ICT as new learning outcomes
• ICT enhanced learning outcomes of core
subjects
• ICT enable 21st-century skills
• E-safety and e-ethics
Efficient
educational
management
ICT improves
educational
management
• Human & ICT
of different
Edu. ADMs
• EMIS and evidence-based policy making
• School-home-community portal
• ICT for in-emergency & post-crisis edu.
Universal &
equal access
to education
Universal access
to ICT enables
universal access
to education
• ICT readiness
• Schooling
conditions
• ICT for literacy education
• Equal access to educational resources
• ICT for job-ready skills development
• Ubiquitous learning opportunities
1. Delivering equal life-long learning opportunities through ICTs
2. Defining and assessing E-Skills and E-ethics as results
3. Creating inclusive usable e-learning environments
4. Preparing ICT-qualified teachers and supporting their CPD
5. Fostering innovative ICT-pedagogy integration and e-learning
6. Institutionalizing EMIS
Main Criteria to Review the National ICT in
Education Policies
To what extent your policy targets the expected educational
result?
12/13/2014
7
3.2 Monitoring and Measuring the Impact of
ICT on Education
UNESCO UIS ICT in Education Indicators
Assisting member states in developing its national ICT in
Education Indicators – UNESCO has been helping China
develop a set of ICT in Education Indicators
3.3 Teacher Training
ICT Competency Framework for Teachers (ICT-CFT)
Assisting member states in developing ICT
Competency Standard for Teachers
Institutional capacity building for teacher education
institutions
12/13/2014
8
UNESCO ICT Competency Framework for
Teachers (ICT-CFT)
To help Member States develop national ICT Competency Standard
for Teachers and provide guidelines for planning teacher education
programmes.
CURRICULUM
AND ASSESSMENT
BASIC KNOWLEDGE
KNOWLEDGE APPLICATION
21ST CENTURY SKILLS
PEDAGOGY TECHNOLOGY INTEGRATION
COMPLEX PROBLEM SOLVING
SLEF MANAGEMENT
POLICY AND VISION
TECHNOLOGY LITERACY
KNOWLEDGE DEEPENING
KNOWLEDGE CREATION
ICT BASIC TOOLS COMPLEX TOOLS PERVASIVE
TOOLS
ORGANIZATION & ADMINISTRATION
STANDARD CLASSROOMS
COLLABORATIVE GROUPS
LEARNING ORGANIZATIONS
TEACHER PROFESSIONAL
DEVELOPMENT
DIGITAL LITERACY
MANAGER
AND COACH
TEACHER AS MODEL LEARNER
Approach Components
POLICY AWARENESS
POLICY UNDERSTANDING
POLICY INNOVATIONI
Building the institutional capacity of the
teacher institutions on ICT in education
UNESCO has been building the institutional capacity of the teacher education
institutions (TEIs) in designing and providing the training on ICT-integration for
pre-service teachers: more than 60 TEIs from 30+ countries
Dea ’s Foru s Curriculum-Development
Workshops and follow-up
technical assistances
Capacity building
workshops for
teacher educators Where TEIs are:
Current
situation
How e-ready •Training content
•Trainers
•Institutional
evolution
•Broadening to
other TEIs
•Scaling up to
national policy
Curriculum
Leadership
Instructors'
Capacity
12/13/2014
9
Objectives and Expected Results
Capacity of instructors: Build capacity of
teacher educators on ICT-pedagogy
integration II. Capacity building
workshop on ICT-pedagogy integration
III. Peer Coaching
Training content: Catalyze the efforts of
TEIs in reforming ICT-related curricula
IV.Curriculum Development Workshop
Leadership: Enhance the leadership of the deans of TEIs
in planning and managing effective training
programmes on ICT in education I. Dea s Foru
I. Dea ’s Foru
Thematic or in-depth Dea ’s Forum
National Forums or inter-TEI exchange
1st Regional
Dea ’s Foru
• Thematic discussion and experience
sharing
• Local follow-up
• Institutional
actions
• Systematic vision
• Training on
leadership
Setting
vision;
Building
leadership,
Action
planning
Objectives 5 Forums: 5 forums for 150 deans
of 50+ TEIs from 20 countries
Institutionalization is a process of
fossilizatio of est pra ti es
Example of results achieved-
Institutional Policy
From: Filomena Dayagbil
I am Filomena T. Dayagbil, Dean of
the College of Teacher Education of
Cebu Normal University (CNU). We
have institutionalized our ICT
training for graduating Education
students in the university. For the
past two years, all 4th year
Education students ( 600 students
every year) cannot graduate
without undergoing the training
on ICT integration into teaching
and learning.
12/13/2014
10
II. Workshop on ICT-pedagogy
Integration
A 5-day workshop for teacher educators of TEIs focusing
(one for each of the TEIs of the target
country) on ICT-pedagogy integration
• Effective (training) strategies on how to use ICT into different
pedagogy: Pedagogical principles, supporting examples,
appropriate tools, etc.
• Hands-on practices of ICT-based unit/lesson design
Achievement: 15 national Workshops on ICT-pedagogy
Integration have been organized
Objectives: Building capacity in ICT-related
course development
Expected results: Existing training courses on ICT updated or new
ones developed and authorized
Activities: Curriculum-development workshops followed by
technical assistances and wrapped up by curriculum authorization
III. Curriculum Development
Workshops
12/13/2014
11
Chinese Funded UNESCO Project on Teacher
Training for Africa
Thanks to the newly established Chinese Funds in Trust (CFIT),
UNESCO is building the institutional capacity of key teacher colleges of
8 African countries to speed up the achievement of EFA goals.
Chinese Fund in Trust Project to Enhance Teacher
Education Institutes in Sub-Saharan Africa to
Increase the supply of qualified teachers particularly
through open and distance training programmes
Support teachers continuous professional development
via blended learning modalities
Equip teachers with skills of using ICT to improve quality
of teaching and learning
Reinforce networks of TEIs for knowledge sharing
12/13/2014
12
Cross-cutting ICT in education activities
ICT1 – ODL: Open and Distance Learning Platform for Teachers
ICT2 – Blended CPD: Blended media to broaden face-to-face supports
for tea hers o ti uous professio al develop e t
ICT3 – Online Forum: Online forum to support CPD of in-service
teachers
ICT4 – ICT Courses: Updating/reforming ICT-related courses of TTIs to
develop teachers ICT skills needed by effective pedagogical use of ICT
ICT5 – IBT: Equipping classrooms of TTIs with ICT to enhance the
quality of teaching for students of TTIs
ICT6 – E-Library: Digital libraries for pre-service teachers to practice
ICT skills and search online materials
ICT7 –Deans Forum: Deans Forum to facilitate knowledge sharing on
training about ICT-pedagogy integration
. Mo ile Lear i g: UNE“CO’s Understanding and Actions
Mobile Learning is learning anywhere, anytime through the use of
mobile technologies, often empowered by wireless broadband
connection. Scope of mobile devices: tablets, mobile phones, e-
readers, etc.
UNESCO s approa h: • Conducting research and disseminating knowledge • Providing guidance to member states • Pilot testing and capacity building • Convening community and building eco-systems
UNESCO s ai fo us areas/a tivities: • Mobile learning policy • Mobile technologies for teachers development • Mobile literacy education for women and girls • Mobiles for reading • Mobile Learning Week
12/13/2014
13
Why Mobile Learning: Not a matter of having
to use mobiles in hands
Penetration of Mobile Phones (ITU or GSMA)
90% of orld’s populatio a d 80% of rural people have mobile coverage.
105 countries have more mobile phone subscriptions than inhabitants.
Developing countries accounted for more than 80% of the 660 million new mobile
subscriptions added in 2011.
Mobile broadband subscriptions have grown 45% annually over last 4 years.
Neo-PCs era is coming:
Sales of tablet computers are expected to surpass sales of PCs by 2016.
There will be 788 million mobile-only Internet users by 2015 (http://arstechnica.com/tech-
policy/2011/03/world-mobile-data-traffic-to-explode-by-factor-of-26-by-2015/)
Image: http://www.flickr.com/photos/87913776@N00/305425495/sizes/o/ CC
Resource- Poor Settings
Mobile Learning Under Different Contexts
Extrinsic
Motivation
Resource- Rich Settings
Intrinsic
Motivation
Mobile Phones for
Literacy/Teachers
One
Tablet
per
Child
SMART School of Korea
Future School of Singapore
MOOCS
OLPC Mobiles in
Emergencies
12/13/2014
14
UNESCO Guidelines for Mobile Learning
• UNESCO is advising countries on how to shape policy to
better leverage mobile technologies for a better learning
and better education administration.
What is mobile
learning?
Unique benefits of
mobile learning
Policy guidelines
Complementary
resources
UNESCO Working Paper Series on Mobile
Learning
To illuminate the ways mobile technologies can be used to support the EFA
Goal, supplement and enrich formal schooling, and make learning more
accessible, equitable, personalized and flexible for students everywhere:
-5 Papers on Policy, Turning on Mobile Learning in Asia, Africa, Europe, Latin
America, and North America
-5 Papers on Mobile Learning for Teachers in Asia, Africa, Europe, Latin
America, and North America (http://www.unesco.org/new/en/unesco/themes/icts/m4ed/mobile-learning-resources/unescomobilelearningseries/)
12/13/2014
15
Using Mobile Technologies to Support
Teachers Development
UNESCO explores the establishment of eco-system that enable the use of mobile technologies to support teachers to do a difficult job better and reveal important information about which projects work, which ones don’t, and why.
Teaching & peer
coaching - Schools
Social mobilization -
local education authority or community
Mobile resources & apps – Teacher
institution
Innovative mobile
solutions to local
teacher gaps
Training programme
and continuous support
strategy
Effective pedagogy
School-based
professional
development
12/13/2014
16
UNESCO Mobile Learning Week
UNESCO launched its first Mobile Learning Week (MLW) in November 2011, and
held the Second MLW in February 2013 at its Headquarters in Paris, France.
UNESCO Mobile Learning Week 2014
Mobile Learning for Mobile Teachers
UNESCO Headquarters, Paris, France
17-21 February 2014
tinyurl.com/mlw2014
Mobile Phone Literacy: Empowering Women
and Girls
Mobile learning provides new opportunities to expand access to
learning opportunities, particularly for women and girls
12/13/2014
17
However, women and girls suffer less access
to and control over mobiles and mobility
In Tyers (2012) : BBC Janala Project
Much fewer women accessing the mobile lessons (Male: 88%,
Female: 12%)
I ‐depth i ter ie s ith o e
Regional level reviews
Global level comparison
Africa Regional Review
Asia Regional Review
(Africa)
*Case Study 1
*Case Study 2
*Case Study 3 (Latin America)
*Case Study 9
(Arab States) *Case Study
10
(Asia)
*Case Study 4
*Case Study 5
*Case Study 6
*Case Study 7
*Case Study 8
Global Comparative
Analysis
Country level cases
Global Report:
“Developing Literacy through Mobile Phones – Empowering Women & Girls”
Scaling-up activities for country level implementation
Project Aims: Advocating the use of mobile technologies to empower
women and girls through documenting and disseminating successful
stories based on analysis of what works and how to make it work,
and what does NOT work - Ten case studies, two regional reviews, and
two regional consultation meetings
Mobile Phone Literacy: Empowering Women
and Girls
12/13/2014
18
Selected Case-Studies
1. Jokko Initiative by Tostan International & UNICEF (Senegal)
Mo iles for o e ’s litera y skills / 2009-2010 / several communities
2. Project ABC – Mobiles 4 Literacy, Tufts University, University of Oxford,
Catholic Relief Services (Niger)
Mobiles for basic literacy as a learning tool in Hausa and Zarma, with literacy
classes targeting over 7’000 adults in 140 villages
AFRICA
ARAB STATES
3. Somali Youth Livelihoods Project Souktel & EDC (Somalia)
LATIN AMERICA & the CARIBBEAN
4. AlfabeTIC Celular Organization of Ibero-American States (Argentina)
5. Literacy by Mobile Phone Project, UNESCO (Pakistan)
Mo ile for o e ’s litera y & e po er e t / 1’500 adolescent girls
6. MILLEE Project, CMU (India & China)
Mobiles for literacy/language acquisition / 2011
7. Nokia Life Tools (India, China, Indonesia, Nigeria)
Mobiles for English language & education services for women / 2009, on-going
8. Pink Phone Project, Oxfam & Women for Prosperity (Cambodia)
Mo iles for o e ’s e po er e t / si e 2010, ongoing
9. Mobile Literacy Program, Georgetown University & Afghan Institute for
Learning (Afghanistan): Mobiles for literacy to empower girls/Nov 2011 – Feb
2012
ASIA
Selected Case-Studies
12/13/2014
19
Mobile Phone Literacy: Empowering Women
and Girls
Mobile learning eco-system:
The targeted barriers to the literacy education for women and girls:
religious and/or social, poverty, conflicts, etc.
Issues underlying literacy itself: relapse of literacy, irrelevance of
literacy skills, information overloading, etc.
Technological infrastructure and pre-conditions: electricity supply,
access to computer and internet
Mobile solutions: Phone sets, SIM cards, memory cards, cost of SMS
and internet data, internet connectivity required, social media
(facebook, twitter, etc.), dedicated apps (MoReading, NED, Nokia Life,
MoMath, Yoza)…
Mobile content: T/L themes, tips of T/L methodologies, Videos/Pics
Mobile pedagogy: Communication via phones, F2F training + school
based learning, self study and cooperative learning
Enabling policies
Mobile Phone Literacy: Empowering Women
and Girls
12/13/2014
20
3.5 UNE“CO’s Work o Ope Edu atio al Resources (OER)
- The term Open Educational Resources (OER) was coined
UNESCO in 2002: Open Educational Resources (OER) are
teaching, learning or research materials that are in the
public domain or released with an intellectual property
license such as Creative Commons that allows for free
use, adaptation, and distribution.
- UNESCO, in cooperation with Commonwealth of
Learning has developed and published Guidelines for
OER in Higher Education
• World Congress on OER: UNESCO, in cooperation
with Commonwealth of Learning, organized a World
Congress on OER in June 2012. Paris OER Declaration
2012 was released by the end of the World Congress:
UNE“CO’s Work o Ope Edu atio al Resources (OER)
Facilitate enabling technological environment for the access to
OER through the provision of universal access to internet
connection and low-cost digital devices;
Encourage the inter-sector policies on adopting open licensing of
educational materials produced by public funds;
Provide capacity building and technical supports in developing
sector-wide or institution-wide OER policies;
Create evidence base of, and disseminate knowledge on,
effective use of OER to improve the quality of teaching & learning
12/13/2014
21
Projects to operationalizing Paris OER Declaration funded
by Hewlett Foundation:
UNE“CO’s Work o Ope Edu atio al Resources (OER)
Policy Development: supporting Member States to develop
sector-wide OER policies through the development of OER
Policy Toolkit, capacity building workshops, and the provision
of technical support to Member States
Case studies on OER policies
Open Textbook and Opening Schooling?
Mobile
Learning
Infrastructure
Ubiquitous access
to broadband
Pedagogy
1:1 Pedagogy and
Open Schooling
Policy
Open Curriculum &
Assessment, OER
Three Pillars of Mobile Learning at Neo-PC Era
12/13/2014
22
http://twitter.com/#!/UNESCOICTs
http://www.facebook.com/UNESCOICTinEducation
http://www.unesco.org/new/en/unesco/themes/icts
Tha k you…
12/13/2014
1
Fengchun Miao
Chief, Unit for ICT in Education
Education Sector, UNESCO HQs
2012 Paris OER Declaration Follow-up:
Support for Policy Development
Outline
I. Expected Outcomes: National OER Policy
II. Project Intervention: Policy Development Cycle
III. National Workshop: Contextualizing OER Policy
IV. Implementation Strategy: Country Ownership
V. Resources and Technical Assistances
12/13/2014
2
I. Expected Outcomes: National
Policies on OER
The Government of target countries will have developed
and adopted national policies to encourage the open
licensing of educational materials produced with public
funds, and to develop master plans for the production
and use of OER in education sector.
2012 PARIS OER DECLARATION
c. Reinforce the development of strategies and policies on
OER.
j. Encourage the open licensing of educational materials
produced with public funds.
II. Project Intervention: Technical Assistances
to the OER Policy Cycle
Inception Meeting
12/13/2014
3
III. National Workshop: Contextualizing OER
Policies
National Education Strategies
ICT in Education
Policy
OER Policy Options:
Inter-sectoral, Sector-wide
Policy Entry Point
EFA challenges
Deeper learning
beyond EFA
Integrated in education
strategies vs. standalone
Well funded vs. empty promise
Institutional
coordination
Legal Power of OER policy Digital textbooks
Digital materials supporting
teacher training, teaching,
learning
National educational web
portal
IV. Implementation Strategies: Ensuring
Country Ownership
Country ownership vs. externally driven approach: A
national committee or consortium to lead the
development and implementation of the OER policy to
avoid externally driven approach
Inside-out innovation based on outside-in knowledge
transfer: International knowledge are to be transferred to
national teams to foster local innovation that are to be
shared in regional/international events
A participatory approach to the OER policy development
12/13/2014
4
UNESCO/COL Policy Development Workshops in the Caribbean
UNESCO's informal membership of the Open Policy Network
The OPEN maintains an international Registry of Open Policies
German National Commission to UNESCO translating the
UNESCO/COL publications:
- Basic Guide to OER
- OER Policy Guidelines
V. Resources and Technical Assistances
The UNESCO Category 2 Centre CETIC in São Paolo, Brazil has
translated the following documents into Portuguese and
Spanish:
- OER Policy Guidelines
- OER Country Policy Template
- Basis Guide to OER
V. Resources and Technical Assistances
OER Template – a possible Toolkit
A template to contextualize the OER policy
Researches on impact of OER
12/13/2014
5
http://twitter.com/#!/UNESCOICTs
http://www.facebook.com/UNESCOICTinEducation
http://www.unesco.org/new/en/unesco/themes/icts
Thank you…
12/13/2014
1
Development of National OER Policy
Bahrain National Workshop on
Developing OER Policies
Fengchun Miao
Chief, Unit for ICT in Education
Education Sector, UNESCO HQs
Outline
1. Why to develop the OER policy
2. Where to position the OER policy
3. How to start the OER policy
12/13/2014
2
Multi-Entry Approach to Developing ICT in
Education Policy
School devices &
connection per
students 1:1
Public internet
connection
Universal broadband
Household or
personal devices
(BOT)
Govt. or institutional
educational
resources
Public open
educational
resources
Teacher/student
generated
resources
ICT enhanced
classroom based
lectures
Extended lessons
or online courses
(e.g. OER MOOCs)
Coached U-
learning & project
based learning
Subject knowledge
acquisition in fixed
time & space
ICT enhanced
knowledge
deepening
Knowledge
creation and life
long learning
School Public Personal/Family
ICTs
Content
Teaching &
Learning
Learning
outcomes
Openness of curriculum & assessment
Openness of schools or learning environments
Inp
uts
Ou
tpu
ts
What are Open Educational Resources (OERs)?
UNESCO defines Open Educational Resources as:
• Any type of learning materials (especially eLearning resources
and tools)
• Released under an open intellectual property licence or in the
public domain, allowing free-of-cost and legal
– Reuse
– Revision
– Remixing
– Redistribution (4 Rs by David Wiley)
“Openness as Catalyst for an Educational Reformation”, David Wiley
12/13/2014
3
1. Why OER policy
Keep public domain public - legislative
framework to ensure re-use of knowledge as a
human right for all, avoiding privatizing
knowledge acquisition
Encourage teachers’ pedagogical inno ation and students’ kno ledge creation as key pillar of successful ICT in education initiative, avoiding
passive information consumption
ICT in Edu
@
Mobile Era
Student Centric
Technology Universal access to
connected devices
Individualized
Coaching
Pedagogy 1:1 Pedagogy and
Open Schooling
Result-based
Policy Open Curriculum &
competency-based
Assessment, OER
Three Pillars of Successful ICT in Education
Initiatives at Mobile Era
12/13/2014
4
Bahrain: A Regional Model of ICT in
Education Policy
Model of Post-oil Economy A regional model of
Post-PC ICT in Education Policy
- Broadband connection for all?
- All textbooks free and open licensed and accessible
anytime anywhere?
- One Tablet per Teachers to scale up capacities ?
- Regional/Global hub of Digital OER Content in
Arabic?
2. Where to position the OER Policy
The OER Policy document will be developed:
( )Under the inter-sectoral programme for ICT investment
( )As one part of the overall national education strategy
( )Under the national ICT in education policy
( )As a standalone while cross-cutting policy underpinning
the overall national education strategy
12/13/2014
5
3. How to start the OER policy
Contextualize the OER policy: country context and
national education system
Evolution of national education strategies or ICT in
education policies - one decade after the initiative of
King Hamad Schools of the Future Redefine the
learning outcomes towards 2030.
“Ensure equitable and inclusive quality education and lifelong learning for all by 2030”
Two approaches: Targeting existing
challenges and/or developmental goals
Define the educational goal or challenges that the OER
policy is expected to support or address, e.g.
- deeper learning or knowledge creation or
- improve quality of teacher and teaching through OER-
supported continuous professional development or
-broadening access to higher education
-…
12/13/2014
6
Key areas around which the master
plan for OER will be developed
The OER Policy will developed under the following sub-
sector of education system (e.g., teacher education, higher education,
secondary education, primary education; creation and dissemination of digital
learning materials, open textbooks. If it is to be beyond education sector, please
specify):
The OER Policy document will be developed: ( )Under the inter-sectoral programme for ICT investment
( )As one part of the overall national education strategy
( )Under the national ICT in education policy
( )As a standalone while cross-cutting policy underpinning the overall national
education strategy
Expected objectives of OER Policy
Main expected objectives (EO) after the OER Policy is
implemented:
EO1:
EO2:
……
12/13/2014
7
Institutionalize the OER development
Main Entity To be involved or not Main responsibility
Ministry of Education (if more than
Ministreis for education, please
specify the one(s) to be involved)
Ministry of ICT
Administration for Publication
Regulation, Media, etc.
Prime Minister Office
Other, please specify:
Work plan and timelines
Activity When Who to be trained or consulted
Country project launch and
first workshop (if any
advanced country
inception meeting needed,
please specify and plan it)
MOE Official
National Institute for Education & key Universities
Key Teacher Education Institutions
Teacher Unions
Quality Assurance agencies
Media Sector
Private Sector
Other governmental sectors
International and Regional Development Partners
Development workshops to
finalize the Policy
Final review
Endorsement
Advocacy event
12/13/2014
8
Suggested Structure for OER Policy of
Oman
Policy Areas Current status Expected
results
Responsible
agency
Textbook Open
Textbook
Ministry of ICT
Administration for Publication
Regulation, Media, etc.
Prime Minister Office
Other, please specify:
Name:
Organization and title:
E-mail:
Office telephone:
Mobile phone:
Contact person of the workplan
12/13/2014
1
Multi-Entry Approach to Developing ICT in
Education Policy
School devices &
connection per
students 1:1
Public internet
connection
Universal broadband
Household or
personal devices
(BOT)
Govt. or institutional
educational
resources
Public open
educational
resources
Teacher/student
generated
resources
ICT enhanced
classroom based
lectures
Extended lessons
or online courses
OER, MOOCs…
Coached U-
learning & project
based learning
Subject knowledge
acquisition in fixed
time & space
ICT enhanced
knowledge
deepening
Knowledge
creation and life
long learning
School Public Personal/Family
ICTs
Content
Teaching &
Learning
Learning
outcomes
Openness of curriculum & assessment
Openness of schools or learning environments
Inp
uts
Ou
tpu
ts Fengchun Miao ([email protected])
http://twitter.com/#!/UNESCOICTs
http://www.facebook.com/UNESCOICTinEducation
http://www.unesco.org/new/en/unesco/themes/icts
Thank you…
LAMPIRAN 5
Presentasi dari Nizam – PUSPENDIK
13/12/2014
1
Indonesia OER Policy
& Strategy
–
Paris OER Declaration 2012 UNESCO
The Universal Declaration of Human Rights: Everyone has the right to
education The International Covenant on Economic, Social and Cultural: the right of
everyone to education The 1971 Berne Convention for the Protection of Literary and Artistic Works
and the 1996 WIPO Copyright Treaty;
The Millennium Declaration and the 2000 Dakar Framework for Action: global
commitments to provide quality basic education for all children, youth and adults;
The 2003 World Summit on the Information Society, Declaration of Principles,
co itti g to build a people-centred, inclusive and development-oriented
Information Society where everyone can create, access, utilize and share
information and knowledge
The 2003 UNESCO Recommendation concerning the Promotion and Use of
Multilingualism and Universal Access to Cyberspace;
The 2005 UNESCO Convention on the Protection and Promotion of the Diversity of
Cultural Expression,
The 2006 Convention on the Rights of People with Disabilities
The declarations of the six International Conference on Adult Education
(CONFINTEA) Conferences
BA
CK
GR
OU
ND
13/12/2014
2
Paris OER Declaration 2012 UNESCO
a. Foster awareness and use of OER.
b. Facilitate enabling environments for use of Information and
Communications Technologies (ICT)
c. Reinforce the development of strategies and policies on OER.
d. Promote the understanding and use of open licensing frameworks.
e. Support capacity building for the sustainable development of quality
learning materials.
f. Foster strategic alliances for OER.
g. Encourage the development and adaptation of OER in a variety of
languages and cultural contexts.
h. Encourage research on OER.
i. Facilitate finding, retrieving and sharing of OER.
j. Encourage the open licensing of educational materials produced with
public funds.
RE
CO
MM
EN
DA
TIO
NS
Recommends the states to:
• Equitable access to quality (higher) education [Section 6]
• Adult and continuing education [Section 13]
• Resource Sharing [Section 41 (2)]
• Inclusive education (education for people with disabilities and special education) [Section 32]
• Develop distance learning to reach the unreached [Section 31]
• Develop ICT for education [Section 56]
• Develop higher education and research network (INHERENT) [Section 79 (5)]
• Government (encourage and facilitate) the development of open educational resources [Section 79 (4)]
• Establish National Higher Education database system [Section 56]
Framework of ICT 4Ed development
based on UU 12/2012 INDONESIA
13/12/2014
3
Berbagi: bersama untuk maju bersama
• Pendidikan khusus dan pendidikan layanan khusus [Pasal 32]
• Pendidikan jarak jauh untuk menjangkau 3T [Pasal 31]
• Pemanfaatan TIK untuk pendidikan tinggi dan pembelajaran [Pasal 56]
• Jejaring antar perguruan tinggi (INHERENT) [Pasal 79 (5)]
• Akademi komunitas [Pasal 59 (7)]
• Berbagi sumber daya [Pasal 41 (2)]
• Sumber pembelajaran terbuka (open educational resources) [Pasal 79 (4)]
For Accessible Quality Education ELEMENTS
Accessible Quality
Education
University
(HEI)
Commu-nity
Private Sector
Govern-ment
OER
Technology & Infrastructure
ODL
13/12/2014
4
Open Educational Resources
• Ilmu pengetahuan dan bahan pelajaran yang tersedia secara bebas untuk pendidikan dan pembelajaran
• Bentuk media:
– Buku teks, bahan kuliah, modul
– Multi media, animasi, visualisasi
– Life book, simulasi, media interaktif
– Data waktu nyata (real time data)
• Beberapa bahan dapat/boleh dimodifikasi
By integrating the internal ecosystem and external forces, an open education
ecosystem within campus can be generated to expedite the adoption of OER
GOVERNMENT AND REGULATION
STANDARDS AND QUALITY
TR
EN
D O
N E
DU
CA
TIO
N
VA
LUE
S A
ND
EX
PE
CTA
TIO
N
SUPERSTRUCTURE AND POLICIES
INFRASTRUCTURE AND RESOURCES
PEOPLE
STAKEHOLDERS
COMMUNITY
LITERACY
PROCESS
EDUCATION
DELIVERY
PARADIGM
CONTENT
KNOWLEDGE
ASSETS AND
REPOSITORY
TOOLS
APPLICATIONS
SPECTRUM
AND ICT ROLES
Ecosystem for OER Development ENABLING
13/12/2014
5
A good number of initiatives is being introduced by education communities
based on the spirit of sharing and collaborating among scholars and HEIs
PJJ Guru Dalam Jabatan
OpenCourseWare OpenJournals
OpenProfessors OpenFacilities OpenConference
OpenLibrary OpenCreditTransfer OpenCreditEarning
OpenEBooks OpenLearning OpenResearch - VL
toward Open Education System INITIATIVES
Open Educational Resources
13/12/2014
6
Open Educational Resources
membangun kedaulatan bangsa
Top 10 sites in Indonesia twitter
12
• Google.co.id
• Google.com
• Blogspot.com
• YouTube
• Yahoo!
• Kaskus.co.id/kaskus.com
• WordPress.com
• detik.com
13/12/2014
7
Skema Kuliah Daring Indonesia
Co
urse
Ag
gre
ga
tor (K
em
dik
bu
d/D
ikti)
Course Provider
(PT)
Course Provider
(PT)
Course Provider
(PT)
User
(Mahasiswa)
User
(Masyarakat)
....
Course Producer
(Dosen,...)
Course Producer
(Dosen,...)
Course Producer
(Dosen,...)
Course Producer
(Dosen,...)
Course Producer
(Dosen,...)
Course Producer
(Dosen,...)
Course Producer
(Dosen,...)
Course Producer
(Dosen,...)
Course Producer
(Dosen,...)
Course Producer
(Dosen,...)
Course Producer
(Dosen,...)
Course Producer
(Dosen,...)
....
……
……
….....
Langsung dari PT Melalui Layanan Bersama Kemdikbud
OCT, OCW, OCP
KNOWLEDGE OBJECTS COURSE MATERIALS LEARNING CREDITS
CO
NT
RIB
UT
OR
S
BE
NE
FIC
AR
IES
O
nli
ne
Dig
ita
l
RE
PO
SIT
OR
IES
presentation
s journals articles
modules reports materials
tools animations ….. d
c
b
a
course
d
c
b
a
course
d
c
b
a
course
….. d
c
b
a
course
Test/Quiz
Evaluation
Syn
chro
no
us S
essio
n
Asy
nch
ron
ou
s Stu
dy
d
c
b
a
course
Test/Quiz
Evaluation
Syn
chro
no
us S
essio
n
Asy
nch
ron
ou
s Stu
dy
…..
Kn
ow
led
ge
Ag
gre
ga
tor
Pri
nci
ple
s a
nd
Ru
les
E-C
ou
rse
De
velo
pm
en
t P
olic
ies
an
d S
tan
da
rds
INDIVIDUALS INSTITUTIONS
• Professors
• Lecturers
• Teachers
• Researchers
• Practitioners
• Experts
• Students
• Universities
• Colleges
• Schools
• Research Centers
• Companies
• Government
• Organisations
INDIVIDUALS INSTITUTIONS
• Professors
• Lecturers
• Teachers
• Practitioners
• Experts
• Universities
• Colleges
• Schools
• Research Centers
• Companies
INDIVIDUALS INSTITUTIONS
• Professors
• Lecturers
• Teachers
• Universities
• Colleges
• Schools
INDIVIDUALS INSTITUTIONS
Personal
Development
Knowledge
Reference
INDIVIDUALS INSTITUTIONS
Knowledge
Enhancement
Learning
Enrichment
INDIVIDUALS INSTITUTIONS
Proficiency
Certification
Transferred
Credit
OPEN CONTENT (OCT) OPEN COURSEWARE (OCW) OPEN CAMPUS (OCP)
OPEN EDUCATIONAL RESOURCES (OER) PARADIGM AND PRINCIPLES GUIDELINE
13/12/2014
8
OPEN COURSEWARE
Content.e-aptikom.com
OCWConsortium.org
Open.edu – Open.uk
apple.com - itunes-u
OPEN CAMPUS
PJJ.Aptikom.biz
EDX.org
Phoenix.edu
Online.Stanford.edu
APTIKOM POWER HOUSE APTIKOM CLEARNING HOUSE
APTIKOM ORGANISATION AND INFORMATION TECHNOLOGY ARCHITECTURE
PUBLIC as providers and
beneficiaries
MEMBERS as providers and
beneficiaries
SCHOLARS as providers and
beneficiaries
Community
Network
Association
Network
Industry
Network
Campus
Network
Expert
Network
Government
Network
International
Network
Register Administer/Enroll
Contoh: APTIKOM NEXSUS™ ARCHITECTURE AND STAKEHOLDERS STRUCTURE
CAMPUS
NETWORK as providers and
users (credit
transfer)
INDONESIA
GOVERNMEN
T as quality
assurance and
control
INDUSTRY
NETWORK as certificate
providers (credit
earning)
KNOWLEDGE
CENTER
NETWORK
STRATEGIC
PARTNERS
NETWORK
OPEN CONTENT
OER-Indonesia.com
Indonesa-OER.org
Garuda.kemdiknas.go.id
IlmuKomputer.com
APTIKOM MEMBERS, PARTNERS, AND COMMUNITIES
Acknowledge
Recognise
License
Evaluate
Monitor
Contribute
Support
SERVICE
PROVIDERS
TECHNOLOG
Y PROVIDERS
Kebutuhan Operasional Kuliah Daring Indonesia
• Komputasi
• Penyimpanan
• Komunikasi
• Standar KDIT
• Kewenangan menyelenggarakan kuliah terbuka bagi perguruan tinggi yang memenuhi syarat
• Modul mata kuliah lengkap dengan tugas, kuis dan ujian online
• Perkuliahan
• Pengadministrasian
• Penilaian
MOOC
(KDIT)
TELAH TERSEDIA
BEBERAPA CONTOH
SEBAGIAN TELAH
TERSEDIA
TELAH TERSEDIA
BEBERAPA CONTOH
TELAH TERSEDIA
BEBERAPA CONTOH
13/12/2014
9
Contoh Pembelajaran Daring Oleh Konsorsium Ilmu Komputer (Asosiasi
Perguruan Tinggi Informatika dan Komputer - APTIKOM)
INDUSTRY
DGHE APTIKOM
TEKNIK
EKONOMI
KESEHATAN
PERTANIAN
Dll.
UNIVERSITIES &
INSTITUTES
1.
Me
nd
efi
nis
ika
n k
eb
utu
ha
n
be
rsa
ma
da
n m
en
yera
hka
n
solu
si s
eca
ra k
ole
kti
f
2. Membuat panduan detail mengenai usulan solusi
Kerjasama secara nasional Untuk dilaporkan dan
Dimintai persetujuan
3. Mendukung dan
mengawasi
Pelaksanaan inisiatif atau
Gagasan kerjasama terkait 4. Menunjuk dan memonitor
pembangunan, implementasi, dan
Pengembangan manajemen operasional
program yang dicanangkan
5. Menyediakan infrastruktur dan jasa
yang dibutuhkan oleh seluruh
komunitas
National Education Exchange for
Undergraduate Study (NEXUS)
13/12/2014
10
WARNING!! OER is NOT ONLY ONLINE MATERIALS!!!
Bersama untuk Maju Bersama
Together we Progress
20
LAMPIRAN 6
Presentasi dari Ari Juliano – Creative
Commons
13/12/2014
1
Hak Cipta
Ari Juliano Gema | @arijuliano
ide
13/12/2014
2
Perwujudan Ide
Hak
Kekayaan
Intelektual
13/12/2014
3
apakah hak
kekayaan
intelektual itu?
kemampuan intelektual
karya-karya yang
manusia
lahir karena
hak yang timbul dari
13/12/2014
4
HAK CIPTA
HAK KEKAYAAN
INTELEKTUAL
MEREK
RAHASIA DAGANG
PATEN
DISAIN INDUSTRI
DTLST
Hak Cipta
13/12/2014
5
hak eksklusif bagi pencipta atau pemegang hak cipta, yang terdiri dari
hak moral dan hak ekonomi, berupa
karya seni, sastra dan ilmu
pengetahuan, yang timbul secara
otomatis setelah suatu ciptaan dilahirkan tanpa
mengurangi pembatasan menurut peraturan perundang-undangan
yang berlaku
Hak moral merupakan hak yang melekat secara abadi pada diri Pencipta untuk : Tetap mencantumkan atau tidak
mencantumkan namanya; Menggunakan nama aliasnya atau
samarannya; Mengubah Ciptaannya Mengubah judul dan anak judul Ciptaan; dan Mempertahankan haknya dalam hal terjadi
distorsi Ciptaan, mutilasi Ciptaan, modifikasi Ciptaan, atau hal yang bersifat merugikan kehormatan diri atau reputasinya.
Hak ekonomi : Hak untuk melakukan :
penerbitan Ciptaan; Penggandaan Ciptaan dalam
segala bentuknya; Pengadaptasian,
pengaransemenan, atau pentransformasian Ciptaan;
Pendistribusian Ciptaan atau salinannya;
Pertunjukan Ciptaan; Pengumuman Ciptaan; Komunikasi Ciptaan; dan Penyewaan Ciptaan.
Untuk melindungi hak moral, Pencipta dapat memiliki manajemen Hak Cipta; dan/atau informasi elektronik Hak Cipta.
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Beberapa Terminologi
baru dalam UU Hak Cipta baru
Pengomunikasian Kepada Publik adalah pentransmisian melalui kabel atau tanpa kabel suatu Ciptaan, penunjukan, Fonogram, atau Penyiaran dengan cara sedemikian rupa, sehingga dapat diterima oleh semua orang di lokasi yang jauh dari tempat transmisi berasal, termasuk penyediaan suatu Ciptaan atau karya lain, agar dapat diakses oleh Publik dari tempat dan waktu yang mereka pilih.
Fiksasi adalah perekaman suara, gambar, atau keduanya, yang dapat dilihat, didengar, diperbanyak atau dikomunikasikan melalui suatu alat.
Pendistribusian Kepada Publik adalah pengedaran Ciptaan asli atau salinannya, fiksasi pertunjukan atau Fonogram, melalui penjualan atau pengalihan kepemilikan, dengan tujuan mengedarkan, menjual pengalihan kepemiliknya.
Fonogram adalah fiksasi suara-suara pertunjukan atau suara-suara lain, atau representasi suara-suara, dan tidak termasuk bentuk fiksasi yang tergabung dalam sinematografi atau Ciptaan audiovisual lain
SENI, SASTRA, ILMU PENGETAHUAN :
a) Buku, pamflet, perwajahan karya tulis yang diterbitkan, dan semua hasil karya tulis lainnya; b) Ceramah, kuliah, pidato, dan ciptaan sejenis lainnya; c) Alat peraga yang dibuat untuk kepentingan pendidikan dan ilmu pengetahuan; d) Lagu dan/atau alat musik dengan atau tanpa teks; e) Drama, drama musikal, tari, koreografi, pewayangan, dan pantomim; f) Karya seni rupa dalam segala bentuk seperti lukisan, gambar, ukiran, kaligrafi, seni pahat,
patung, atau kolase; g) Karya seni terapan; h) Karya arsitektur; i) Peta; j) Karya seni batik atau seni motif lain; k) Karya fotografi; l) Potret; m) Karya sinematografi; n) Terjemahan, tafsir, saduran, bunga rampai, basis data, adaptasi, aransemen, modifikasi dan
karya lain dari hasil transformasi; o) Terjemahan, adaptasi, aransemen, transformasi, atau modifikasi ekspresi budaya tradisional; p) Kompilasi Ciptaan atau data, baik dalam format yang dapat dibaca dengan Program
Komputer maupun media lainnya; q) Kompilasi ekspresi budaya tradisional selama kompilasi tersebut merupakan karya yang asli; r) Permainan video; dan s) Program Komputer.
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Setiap Orang dilarang menggunakan, melakukan Pengumuman, Pendistribusian, dan/atau Komunikasi atas Potret yang dibuatnya guna kepentingan reklame atau periklanan secara komersial tanpa persetujuan tertulis dari orang yang dipotret atau ahli warisnya
Hak Cipta atas Potret
PEMBATASAN HAK CIPTA ANTARA LAIN : o Penggunaan, pengambilan, Penggandaan, dan/atau pengubahan suatu Ciptaan dan/atau produk
hak Terkait secara seluruh atau sebagian yang substansial tidak dianggap sebagai pelanggaran Hak Cipta jika sumbernya disebutkan atau dicantumkan secara lengkap untuk keperluan :
Pendidikan, penelitian, penulisan karya ilmiah, penyusunan laporan, penulisan kritik atau
tinjauan suatu masalah dengan tidak merugikan kepentingan yang wajar dari Pencipta atau Pemegang Hak Cipta;
Keamanan serta penyelenggaraan pemerintahan, legislatif, dan peradilan; Ceramah yang hanya untuk tujuan pendidikan dan ilmu pengetahuan; atau Pertunjukan atau pementasan yang tidak dipungut bayaran dengan ketentuan tidak
merugikan kepentingan yang wajar dari Pencipta.
o Penggandaan sebanyak 1 (satu) salinan atau adaptasi Program Komputer yang dilakukan oleh pengguna yang sah dapat dilakukan tanpa izin Pencipta atau Pemegang Hak Cipta jika salinan tersebut digunakan untuk:
Penelitian dan pengembangan Program Komputer tersebut; dan Arsip atau cadangan atas program Komputer yang diperoleh secara sah untuk mencegah
kehilangan, kerusakan, atau tidak dapat dioperasikan.
o Penggandaan untuk kepentingan pribadi atas Ciptaan yang telah dilakukan Pengumuman hanya dapat dibuat sebanyak 1 (satu) salinan dan dapat dilakukan tanpa izin Pencipta atau Pemegang Hak Cipta.
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Hak ekonomi atas Ciptaan berupa buku,
lagu dan/atau musik yang dijual putus
(Sold Flat) dengan akibat beralihnya
seluruh hak ekonomi dari Pencipta kepada
pembeli, setelah jangka waktu 25 (dua
puluh lima) tahun beralih kembali kepada
Pencipta.
Pengalihan Hak Cipta
Penambahan ketentuan baru tentang CMO
(Collective Management Organization)
Lembaga Manajemen Kolektif (LKM)
Operasional LMK 20% dan 30% di 5 tahun pertama
Pengadministrasian, Evaluasi, Pengawasan LMK dan Pencabutan Ijin LMK oleh Pemerintah, antara lain mencakup : Syarat Pendirian Lembaga Manajemen Kolektif
Tata Cara diatur dalam Peraturan Menteri
Organisasi non pemerintah yang berbentuk badan hukum yang diberi kuasa oleh Pencipta, Pemegang Hak Cipta, atau Pemilik Hak terkait guna mengelola sebagian hak ekonominya untuk menghimpun dan mendistribusikan royalti
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PERLINDUNGAN
Jangka Waktu Perlindungan Hak Cipta : Perlindungan Hak Cipta
Seumur Hidup Pencipta + 70 Tahun
Program Komputer 50
tahun sejak pertama kali dipublikasikan
Pelaku 50 tahun sejak
pertama kali di pertunjukkan Prosedur Rekaman 50
tahun sejak Ciptaan difiksasikan
Lembaga Penyiaran 20
tahun sejak pertama kali disiarkan.
Setiap Orang yang mengetahui pelanggaran hak Cipta dan Hak yang Berkaitan dengan Hak Cipta melalui sistem elektronik dapat melaporkan kepada Menteri Hukum dan HAM RI cq Ditjen HKI.
Setelah itu Menteri Hukum dan HAM R.I. cq Ditjen HKI memverifikasi laporan.
Apabila ditemukan bukti yang cukup berdasarkan hasil verifikasi laporan tersebut Menteri Hukum dan HAM R.T. cq Ditjen HKI merekomendasikan kepada menteri yang menyelenggarakan urusan pemerintahan di bidang telekomunikasi dan informatika untuk dapat menutup konten, dan/atau hak akses pengguna yang melanggar Hak Cipta dan/atau Hak terkait dalam sistem elektronik dan menjadikan layanan sistem elektronik tidak dapat diakses.
Ketentuan UU Hak Cipta terkait pemblokiran situs di Internet yang menyediakan konten hasil pelanggaran hak cipta
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Pasal 95 ayat 4
Selain pelanggaran Hak Cipta dan/atau
hak terkait dalam bentuk pembajakan,
sepanjang para pihak yang bersengketa
diketahui keberadaannya dan/atau
berada di wilayah Negara Kesatuan
Republik Indonesia harus menempuh
terlebih dahulu penyelesaian sengketa
melalui mediasi sebelum melakukan
tuntutan pidana.
Tindak Pidana
sebagaimana
dimaksud dalam
UU Hak Cipta
yang baru
merupakan
DELIK ADUAN
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www.creativecommons.org
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Creative Commons (CC) is a non-profit organization, founded in 2001, headquartered in Mountain View, California, United States devoted to expanding the range of creative works available for others to build upon legally and to share.
to copy and distribute
license agreement
works
CC offers a model of
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works
Status for
your
(by)
Attribution
Atribusi
Anda mengizinkan orang
lain untuk menyalin,
mendistribusikan,
menampilkan, dan
mempertunjukkan karya
dan turunannya asal
memberikan kredit
sesuai yang diminta.
(sa)
Share Alike
Berbagi Serupa
Anda mengizinkan orang
lain untuk
mendistribusikan karya
turunan asal dilisensikan
dengan suatu lisensi
yang identik dengan
karya orisinal.
(nc)
Noncommercial
Non-komersial
Anda mengizinkan orang
lain untuk menyalin,
mendistribusikan,
menampilkan, dan
mempertunjukkan karya
dan turunannya asal
bukan untuk tujuan
komersial.
(nd)
No derivatives
Tanpa turunan
Anda mengizinkan orang
lain untuk menyalin,
mendistribusikan,
menampilkan, dan
mempertunjukkan hanya
karya orisinal dan bukan
turunannya.
Spektrum Pilihan
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19
you keep your copyright
works
with a CC license,
to copy and distribute your
but allow people
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20
100 affiliates
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>300 Mio Photos
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>34 Mio Articles in Many Languages
>300.000 articles in bahasa Indonesia
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>10.000.000 videos
13/12/2014
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How about Indonesia?
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.
. . . . . .
. . .
. .
Promoting CC License. City by City
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Portal Open Data dengan Lisensi CC-BY diluncurkan 5 September 2014
Situs User Generated Content lokal yang memberi pilihan lisensi CC
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What Next?
Rumah Belajar (House of Learn) is one stop Indonesia’s open educational resources developed by the
Pustekkom
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THAT’S IT.
Lisensi CC memberikan
kemudahan kepada pencipta
untuk menyatakan apa yang
boleh dan tidak boleh
dilakukan oleh orang terhadap
karyanya
Ingat!
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Terima kasih!
Case Studies http://creativecommons.org/projects/casestudies Metrics http://creativecommons.org/projects/metrics LicenseChooser.js http://creativecommons.org/projects/LicenseChooser.js liblicense http://creativecommons.org/projects/liblicense
LAMPIRAN 7
Presentasi dari Daryono – Universitas
Terbuka
12/13/2014
1
OER - Universitas Terbuka: Building the Culture of Knowledge
Sharing
Except where otherwise noted, content on this presentation is licensed under
UNIVERSITAS TERBUKA
Established in 1984
• single mode Open and Distance
Learning (ODL) university,
• the only tertiary institution in
Indonesia using exclusively distance
education mode of delivery.
Main mission:
• to open access to a quality higher
education service through ODL;
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OPERATIONAL SCALE ISSUES PROSPECTS AND CHALLANGES
Access Ranging from none to considerably high
DR To a great extent DR have been used and practiced
in various learning activities.
OER and OER
Policy
The knowledge about OER is still limited
Collaboration and cooperation is limited
Budgetary allocation for development of OER
initiatives is unclear
The intention to make OER publicly available is low
The policy is still fragmented
The development of OER is still in the initital stage
Copyright The understanding of copyright law is somewhat
confident
Knowledge about CC is limited
Rarely committed to CR infringement
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OER AS A PART OF UT’s COMMUNITY SERVICES
1. Provide free quality educational
materials
2. Promote lifelong learning
3. Promote a culture of knowledge sharing
PERPUSTAKAAN DIGITAL • Virtual • eBook (non LM) • eJournal (12 e-
journal) • Course Syllabi and
Outline
• Thesis
2002
2008-2010
2011 - Now
UT’s OER Development Phases
• Guru Pintar Online • Internet TV-UT
• Learning Object Material (LOM)
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Adoption of Creative Commons License
• RECTOR Decree
No.1255/UN31/KEP/2012
Concerning UT Policy on Open
License of UT Educational Materials
– Enhancement of Use of OER by
faculty members
– The open license of UT
educational material aims at
protecting the creator and
preventing the misuse of UT
educational materials.
Adoption of Creative Commons
• Attribution, Non Commercial and Share Alike (CC BY-NC-SA) for:
– Video Program stored in UT Internet TV
– Prudent Teacher Online Portal (Portal Guru Pintar Online)
– Internet based learning materials (open coursewares)
• Attribution, Non Commercial and No Derivatives (CC BY-NC-ND) for:
– Dissertation, thesis, research reports, conference proceedings,
course outlines, summaries, and previews stored in UT digital
library.
– E-journals, books, abstract compilations, and training resources
stored in UT Research and Community Services website
– Curriculum and course descriptions stored in Faculty websites
– UT Catalog.
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The integration of Various UT OERs into Single Portalin 2012
660 Collections
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6
220 Open Courseware
E-Journals
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Digital Library Guru Pintar Online
http://www.gurupintar.ut.ac.id/
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8
AVERAGE OER VISITOR PER YEAR
2012 2013 2014
OER VISITOR AGE DISTRIBUTION
283.097
398.612
616.438
200.000
300.000
400.000
500.000
600.000
700.000
0
5.000
10.000
15.000
20.000
25.000
> 24 25-34 35-44 > 45
FKIP NON-FKIP
TYPES OF OER SUAKA UT’s VISITOR
GPO 1.999
ITV-UT 18.378
TV Broadcast Learning program (Sky LBS) -
UT Open Course Ware 111.300
OER DIGITAL LIBRARY (Feb 2014)
• RBV (Learning Material: Course Syllabi and
Outline)
• Thesis, eJournal, eBook, Research Paper.
• Seminar Proceeding
648.755
491.409
109.221
Total visitors of UT-OER 2011-2013: 1.249.385
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9
□
17
5742 8674
18225
29152
18194
38835
46992
0
5000
10000
15000
20000
25000
30000
35000
40000
45000
50000
2007 2008 2009 2010 2011 2012 2013
OER integration into Online Tutorial
8 month: July 2013 – Feb 2014
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10
• Quality Assurance of OER
• Lecturer’s Awareness and Willingness • Common OER repository
• A business model of OER
FUTURE CHALLENGES and ISSUES
1. Development and publication of OER
2. Adoption (UKOU, OER Asia, OEC, OER
Commons, etc)
3. Networking (Globe and Ariadne) – OER
Repository Platform
Developing Adoption Networking
OER DEVELOPMENT FOCUS
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11
UT’s MOOCs
• Launched in March
2014
• 2 May – 2 July 2014
• 5 Courses:
– Public Speaking
– English for Children
– Food Processing
– Distance Education
– Marketing
Management
• 3,240 enrollments
LAMPIRAN 8
Presentasi dari Nyoman Rudi K – LPPKS
13/12/2014
1
BY INYOMAN RUDI K.
SEKSI PENINGKATAN KOMPETENSI
LPPKS
KNOWLEDGE SPIRAL
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KAPASITAS MAKSIMUM PESERTA PPCKS
TAHUN 2012
SSQ=79 KAB/KOTA X 30
CALON = 2370 ORANG
APBN = 96 KAB/KOTA X 25
ORANG = 2400 ORANG
JUMLAH = 4770 ORANG
ASUMSI DITAMBAH APBD
TOTAL = 5000 ORANG
DIKERJAKAN BERSAMA LPPKS DAN
30 LPMP DI INDONESIA
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JUMLAH KEPALA SEKOLAH INDUK PER 5 NOPEMBER 2014, SEBANYAK 271.344 ORANG
*SUMBER SIAP PADAMU NEGERI
KEPALA TK 69.533 ORANG
KEPALA SEKOLAH SD 145.601 ORANG
KEPALA SEKOLAH SMP 33.905 ORANG
KEPALA SEKOLAH SMA 11.709 ORANG
KEPALA SEKOLAH SMK 10.596 ORANG
MARI BERHITUNG!
JUMLAH KEPALA SEKOLAH 271.344 ORANG
JUMLAH MAKSIMUM PESERTA PPCKS = 5000
ORANG PER TAHUN
BILA SETIAP TAHUN DILAKSANAKAN, MAKA
AKAN MEMERLUKAN WAKTU = 271.344 ORANG
DIBAGI 5000 ORANG/TAHUN = 54,2688 TAHUN
!!!
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ASUMSI TERBAIK
LPPKS DAN LPMP (LP3CKS) HANYA MENGERJAKAN PPCKS
SAJA.
PROYEKSI KEBUTUHAN SETIAP KABUPATEN/KOTA SELAMA
DUA TAHUN TERANGKAT SELURUHNYA.
MASA JABATAN KEPALA SEKOLAH DIASUMSIKAN 2
PERIODE = 8 TAHUN.
BILA DIHITUNG AWAL PENGANGKATAN TAHUN NOL, MAKA
DELAPAN TAHUN KEMUDIAN, KABUPATEN KOTA
TERSEBUT AKAN KEMBALI MENGADAKAN PPCKS.
EFEK PENAMBAHAN
TAHUN KE 0 SAMPAI KE-7,
PESERTA PPCKS SEBANYAK 5000
ORANG PERTAHUNNYA.
TAHUN KE 8-SAMPAI KE-15,
PESERTA PPCKS SEBANYAK 10000
ORANG PERTAHUNNYA.
TAHUN KE-16 SAMPAI KE-23,
PESERTA PPCKS SEBANYAK 15000
ORANG PERTAHUNNYA.
TAHUN KE-24 SAMPAI KE-32,
PESERTA PPCKS SEBANYAK
20000 ORANG PERTAHUNNYA.
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EFEK PENAMBAHAN (2)
TAHUN KE-33 SAMPAI
KE-40, PESERTA PPCKS
SEBANYAK 25000
PERTAHUNNYA.
TOTAL PESERTA PPCKS
SELAMA 54 TAHUN
SEBANYAK 1.085.000
ORANG!!!
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LPPKS MILIK KITA SEMUA
LPPKS MILIK BANGSA INDONESIA
DICIPTAKAN UNTUK KEMASLAHATAN PENDIDIKAN INDONESIA
LAMPIRAN 9
Presentasi dari Joko Ahmad Julifan –
P4TK TK dan PLB
13/12/2014
1
PROSES PELAKSANAAN
E-TRAINING DAN KTI ONLINE
PPPPTK TK DAN PLB
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1. Persiapan Diklat
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2. Pelaksanaan Diklat
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3. Evaluasi dan Sertifikasi
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4. Pelaporan Diklat
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7
LAMPIRAN 10
Presentasi dari Sri Hargyanto
Suryoprayudo – PUSTEKKOM
13/12/2014
1
OER Development
Using Portal Rumah Belajar
Sri Hargyanto Suryoprayudo PUSTEKKOM
OER National Policy
ICT competency Framework for Teacher;
Ministrial Regulation for Implementation Open School in High School Level ;
Developing Education Portal “ Rumah Belajar “
TOT Integration ICT on Education for Teacher;
Developing “ School Hub” as a model implementation ICT on Education;
Enhance development school cluster ‘
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PORTAL RUMAH BELAJAR The engine of OER
Objectives
LMS Teaching and Training Ecosystem
HRD Ecosystem
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Design Rumah Belajar
Organisation 1 Organisation 2 Organisation 3 Organisation 4
Server
Virtual
Org 1
Server
Virtual
Org 2
Server
Virtual
Org 3
Server
Virtual
Org 4
PUSTEKKOM Private Cloud
Infrastructure
Pustekkom Client Organization
Infrastructure as a Services Rumah Belajar Multi User
Infrastructure
Platform
Application
Virtualisasi Aplikasi
Virtualisasi Platform
Virtualisasi Hardware Backup Backup
Server Operating System
CRM
UC
Integration C&C
ERP EPM
DB Management Identity Securit
y WF
DEV
Referensi Belajar Nasional Online
Referensi Belajar Nasional Online
Portofolio Online Guru
Portofolio Online Siswa
Manajemen SDM Pendidikan
Manajemen Profil Siswa
Sistem Komunikasi
Terintegrasi
Sistem Komunikasi
Terintegrasi
Pusat Pengembangan
Professional Guru
Kegiatan Pembelajaran
Kelas Maya
@ PUSTEKKOM Rak server Own by Clients
Technical Supports
Contact Center
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SLA, Privacy and Security Services
7
User 1- Kemdikbud
Guru Murid
Orang Tua Praktisi
User 2 - Kementerian Kesehatan
Dokter Perawat Ahli Farmasi
xxxx
Organisation can manage thier own business
Client Supports
Approval Procces
Automation Services Design
Access Catalog
Services
Services Delevery
SERVICES CATALOG Stadarisation and Management support
User Pustekkom
*CMDB = Configuration Management Data Base = all information save in the ICT system
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Solve Problem Discover
application dependencies
Monitor end user and application components
Isolate root cause
Finding Aplication
independency
End User Monitoring Aplication Component
Finding Problem
LEVEL of Services
Monitoring All Components
Pustekkom
OER Cycle of Rumah Belajar
Design
Procces
Procces
Continuing Professional Development
OPEN EDUCATION RESOURCES
Out Classroom Procces : Observing, Organising Practising
13/12/2014
6
Lets Discussion ...
Sri Hargyanto Suryoprayudo PUSTEKKOM. Kemendikbud
+628179988868. [email protected]
PROFIL;
Sri Hargyanto Suryoprayudo
Posisi saat ini sebagai Kepala Bidang Radio, Tv dan Film, Pusat Teknologi Informasi dan
Komunikasi Pendidikan, sejak Oktober 2014. Mengawali karir sebagai PNS di Kementerian
Pendidikan dan Kebudayaan pada tahun1987, sebagai seorang Sarjana Teknik Sipil, dimana
selama lebih dari 10 tahun diberi tanggungjawab dan tugas dalam urusan pengadaan
barang dan jasa dan urusan yang terkait dengan proyek, kemudian pindah mengurus
kerjasama internasional dan pada tahun 2002 – 2011 bekerja sebagai Sekretaris Komisi
Nasional Indonesia untuk UNESCO.
Sejak 2011 – 2014 memegang posisi di Bidang Pengembangan Teknologi Pembelajaran
berbasis Multimedia dan Web Pusat Teknologi Informasi dan Komunikasi Pendidikan, dan
mendapatkan tugas mengembangkan Portal Belajar atau yang dikenal dengan Portal
Rumah Belajar.
Pendidikan terakhir S3 dibidang Project Management, merupakan bekal dalam
menjalankan tugas dimanapun yang diberikan oleh Kementerian.
Komisi Nasional Indonesia untuk UNESCO
Kementerian Pendidikan dan Kebudayaan
Gedung C Lantai 17
Jl. Jenderal Sudirman - Senayan
Jakarta 10270
Phone. (+62-21) 5709425
Fax. (+62-21) 5733127
Email: [email protected]
Website: kniu.kemdikbud.go.id
www.aspnetind.org
